Student Learning Objective Form Student Learning Objective Title Enter a short name for the SLO that identifies the content or area of focus (e.g., Reading Comprehension & Fluency; Biology: Human Body Systems)
Student Learning Objective Grade Level (s)
Student Learning Objective Content Area(s) Biology, Chemistry, Physics, etc.
Objective Statement Describe the overall objective, including whether it focuses on progress (i.e., expecting students to make a certain amount of progress within an interval of instruction) or mastery (i.e., expecting students to meet a particular bar or standard).
Rationale Describe the reasoning for this objective, including whether it is aligned to a school-wide SLO, and what data informed this decision.
Aligned Standards Specify the CCSS, RI GSEs/GLEs, or other RI/national standards to which this objective is aligned.
Students Specify the number of and grade/class of students to whom this objective applies.
Interval of Instruction (select one):Semester School Year Other(Please specify):
Baseline Data Describe the pre-test or baseline information/data available for this student population that informed the target(s) (e.g., are students entering without, with, or above the necessary prerequisite knowledge or skills?). Consult with your CT concerning baseline information.
Target(s) Describe where you expect students to be at the end of the interval of instruction. If baseline data suggest meaningful differences in prerequisite knowledge or skills, targets should be tiered to be both rigorous and attainable for students at various levels.
Rationale for Target(s) Explain how the target(s) was determined (e.g., pre-test, baseline, or historical data on your current students, or historical data from past students). Explain why the target(s) is appropriate (both rigorous and attainable) for all students.
Evidence Source(s)
Level of Standardization: Indicate the appropriate level of standardization; High: assessments administered and scored in a standardized manner; Medium: assessments with lacking standardization in administration and may have subjective scoring; Low: assessments not ad ministered and scored in a standardized manner.
Description: Describe what assessment(s) you will use to measure student learning and why the assessment(s) is appropriate for measuring the objective. At least one assessment as a source of evidence is required, but multiple sources may be used. If a common assessment exists, it must be used as the primary source of evidence.
Evidence Source 1 (required)
High
Medium
Low
Evidence Source 2 (optional)
High
Medium
Low
Evidence Source 3 (optional)
High
Medium
Low
Administration: Describe how the assessment will be administered (e.g., once or multiple times; during class or during a designated testing window; by the classroom teacher or someone else).
Scoring: Describe how the assessment identified in the Description section will be collected and scored (e.g., scored by the classroom teacher individually or by a team of teachers; scored once or a percentage double-scored).
Evidence Source 1 (required)
Evidence Source 2 (optional)
Evidence Source 3 (optional)
Results Describe the results for each target that was set.
Summary Statement Provide a summary statement that explains the results of this SLO in relation to the original targets.
Reflection Reflect upon the outcome of your SLOs using the questions on the SLO Assignment page.
Student Learning Objective Title
Enter a short name for the SLO that identifies the content or area of focus (e.g., Reading Comprehension & Fluency; Biology: Human Body Systems)
Student Learning Objective Grade Level (s)
Student Learning Objective Content Area(s)
Biology, Chemistry, Physics, etc.
Objective Statement
Describe the overall objective, including whether it focuses on progress (i.e., expecting students to make a certain amount of progress within an interval of instruction) or mastery (i.e., expecting students to meet a particular bar or standard).
Rationale
Describe the reasoning for this objective, including whether it is aligned to a school-wide SLO, and what data informed this decision.
Aligned Standards
Specify the CCSS, RI GSEs/GLEs, or other RI/national standards to which this objective is aligned.
Students
Specify the number of and grade/class of students to whom this objective applies.
Interval of Instruction (select one): Semester School Year Other (Please specify):
Baseline Data
Describe the pre-test or baseline information/data available for this student population that informed the target(s) (e.g., are students entering without, with, or above the necessary prerequisite knowledge or skills?). Consult with your CT concerning baseline information.
Target(s)
Describe where you expect students to be at the end of the interval of instruction. If baseline data suggest meaningful differences in prerequisite knowledge or skills, targets should be tiered to be both rigorous and attainable for students at various levels.
Rationale for Target(s)
Explain how the target(s) was determined (e.g., pre-test, baseline, or historical data on your current students, or historical data from past students). Explain why the target(s) is appropriate (both rigorous and attainable) for all students.
Medium
Low
Medium
Low
Medium
Low
Results
Describe the results for each target that was set.
Summary Statement
Provide a summary statement that explains the results of this SLO in relation to the original targets.
Reflection
Reflect upon the outcome of your SLOs using the questions on the SLO Assignment page.